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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET from the fact that she has been feeling more nagged than appreciated. To change that dynamic, they’ve been “seeding the day with connection”— seeking Gabby out for brief moments of pleasurable engagement through- out her hours in the classroom. (See chapter 9 for more on this multifac- eted strategy.) Now it’s circle time, and Julia is working to help the group settle in. Gabby has shown up without too much fuss—a wonderful change—and is squirming on her mat next to her classmate Susannah. Julia, smiling at Susannah and then at Gabby, calls out, “I like the way Susannah is sitting!” She appears to be hoping that Gabby will use the encouraging cue to imitate her friend. Gabby turns to look at Susannah, who is sitting “crisscross applesauce.” Barely able to sit at all, Gabby glances toward her teacher with genuine puzzlement. “How does she do that?” she asks. It is a sweet and telling moment. The (problematic) interactive pat- terning that the drop-in group noted earlier has begun to shift. Gabrielle is trying, not balking. She’s looking to Julia and asking for help rather than shutting her out. In addition she’s starting to engage in some self-observa- tion, a precursor to impulse control. As she does this, she notices that she’s not managing to do what is expected. Gabby, however, doesn’t know how to do what her teacher wants: her mastery of the skills connected to regulat- ing energy and sensory input are still very low. Julia is right there with her student though. With the team’s increased emphasis on both connection and developmental mastery, this teacher uses the moment beautifully. Julia smiles at Gabby again and says out loud, “Great question!” Then she tells her that one of the other teachers, Maryanne, will be right over to lend a hand. Maryanne takes the cue and moves to sit behind Gabby. She places her large hands on Gabby’s spindly upper arms with a bit of friendly pressure, giving her student some of the sensory “diet” the team has noted she needs. Maryanne also offers Gabby some whispered instructions that help her settle a little more. Not as fully as Susannah, but as fully as she is capable of at this point. With a “thumbs up” directed Gabby’s way, Julia briefly stops the story she’s relating to the group. She smiles at her wiggliest classroom member one more time. “I like the way Gabrielle is sitting!” she says. Gabby grins back. There is a lot going on here, though what these teachers are doing looks quite simple. Julia and her team have come up with a picture of where 12 Chapter 1 COPYRIGHTED MATERIAL